在同行的帮助下勉强度日：护理实践博士学生的正念和同伴支持。
I Get by With a Little Help From My Peers: Mindfulness and Peer Support for Doctor of Nursing Practice Students.
机构信息
About the Authors Kathryn E. Phillips, PhD, APRN, CHSE, is an associate professor, Egan School of Nursing and Health Studies, Fairfield University, Fairfield, Connecticut. Linda N. Roney, EdD, RN-BC, CPEN, CNE, is an associate professor, Egan School of Nursing and Health Studies, Fairfield University. Dr. Roney, one of the guest editors of this special issue of Nursing Education Perspectives, did not participate in review or decision for this article. For more information, contact Dr. Phillips at
出版信息
Nurs Educ Perspect. 2022;43(5):312-314. doi: 10.1097/01.NEP.0000000000001010. Epub 2022 Jun 30.
Graduate nursing students faced numerous stressors while pursuing their education during the COVID-19 pandemic, with many working clinically while studying. The purpose of this pilot was to explore support strategies and decrease stress in first-year students enrolled in a doctor of nursing practice program during a time of uncertainty and crisis. Graduate students were assigned to practice a three-minute mindfulness activity and connect with a fellow student for a month. Students reported mindfulness benefits and social support. Modeling healthy practices is critical to support mastery of skills that will promote positive reactions to challenges in their future practice settings.
在 COVID-19 大流行期间，攻读研究生护理专业的学生面临着众多压力，许多学生在学习的同时还要在临床工作。本研究旨在探索支持策略，以减轻不确定和危机时期入读护理实践博士课程的一年级学生的压力。研究中，研究生被要求练习三分钟的正念活动，并与同学保持联系一个月。学生们报告了正念练习的好处和社会支持。为了培养学生在未来实践环境中应对挑战的积极反应能力，对他们进行健康实践的示范至关重要。
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